Ed Psych Exam 1 Flashcards
(85 cards)
1
Q
Why is educational psychology an important resource?
A
Scientific evidence helps teachers determine the best practices for effective teaching.
2
Q
Three Elements of Research Studies
A
- Design
- Sample
- Measures
3
Q
Design (element)
A
What was the purpose of the study? (to describe, show cause and effect)
4
Q
Sample (element)
A
Who was being studied?
5
Q
Measures (element)
A
How are constructs of interest measured? (surveys, observations)
6
Q
Research Designs
A
A method for investigating how and whether the variables selected are related.
7
Q
Obtaining Reputable Research
A
- Don’t use newspapers & magazine articles
- Find peer reviewed articles in scholarly journals
8
Q
Types of Research Designs
A
- Descriptive
- Correlational
- Experimental
- Quasi-Experimental
9
Q
Descriptive
A
- Factual information (just one number at a time)
- Least amount of information
10
Q
Correlational
A
- Describe a relationship
- If we do this… this is what we can expect
11
Q
Quasi-Experimental
A
- Infer a cause-effect relationship
- Most common in education
12
Q
Experimental
A
- Establish a cause-effect relationship
13
Q
Researchers Question for Descriptive
A
- What percentage?
- Does percentage differ between levels?
14
Q
Researcher’s Questions for Correlational
A
- To what extent are x & y correlated?
- How are x & y correlated?
15
Q
Researcher’s Questions for Quasi-Experimental
A
- How is x affected by y?
16
Q
Researcher’s Questions for Experimental
A
- How is x affected by y?
17
Q
Limitations of Descriptive
A
- Cannot show relationships between variables
18
Q
Limitations of Correlational
A
- Shows connections but cannot prove one variable changes the other
19
Q
Limitations of Quasi-Experimental
A
- Can’t control all the variables
20
Q
Limitations of Experimental
A
- Requires random assignments and control groups
21
Q
Samples (definition)
A
A smaller set of individuals from the population of interest
- Needs to be representative
- Best method : random sample (every person in population has a chance of being included)
22
Q
Observations (definition)
A
Watching or viewing the behavior of individuals
- Less valid for measurements of internal state of mind
23
Q
Interviews (definition)
A
- Questions presented to participants (structured or open-ended)
24
Q
Tests and Surveys (definition)
A
- Typically paper and pencil measures that include a number of questions (can be done in a short amount of time)
25
Best Practices
Evidence based strategies determined by science to help inform decisions made in the classroom
- Fluid (constantly changing)
- "What works" for that age group
- Important to keep up with research
26
What does "diversity" mean?
- Different : any way that we are different
- Diversities : race, gender, learning abilities, personalities, etc (all students vary)
27
Intelligence (diversity)
- Binet develops first IQ test (1905)
- America begins testing students in a way not done before : placement and prediction
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Race (diversity)
- People groups distinguished by unique physical characteristics
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Culture (diversity)
- System of beliefs, behaviors, and ways of expression
30
Dr. Ruby Payne (Socioeconomic diversity)
- She has done lots of research on poverty
- A Framework for Understanding Poverty
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Addressing Diversity
- Teachers should be aware of the diversity they will encounter in the classroom and how they feel
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Diversity in the Classroom
- Teachers benefit from attempting to understand the causes behind group differences (environmental differences are most often the cause of group differences)
- Teachers are most effective when they recognize and accept diversity in the classroom (teachers should reduce prejudice feelings through non-biased research on issues of diversity)
33
Prejudice Feelings
- Rigid and irrational generalizations about a group or category of people
34
What is the role of educational psychology?
Using research to understand and improve teaching and learning
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Why is Best Practice Important?
- Best practice is important because we know that learning/achievement will increase for all students
- Best practice can help mitigate the potential negative impact of diversities on learning/achievement
36
How are teachers most effective when they recognize and accept diversity in the classroom?
Teachers should reduce prejudice feelings through non-biased research on issues of diversity
37
What are the two broad dimensions of parenting practices?
- Control: manner and strictness parents provide through limits and discipline
- Responsiveness: affection, acceptance, and caring
38
What are the four parenting styles?
- Authoritative
- Authoritarian
- Permissive
- Uninvolved
39
What are the four parenting styles?
- Authoritative
- Authoritarian
- Permissive
- Uninvolved
40
Authoritative
- Most healthy
- Limits are set and rules are enforced but parents are flexible
- High level of emotional connection
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Authoritarian
- Unhealthy
- Limits are set and roles are enforced yet emotional connectedness is lacking
- Parents are inflexible
42
Permissive
- No defined roles, not healthy
- Parents either do not either set rules for behavior or do not enforce
- Close connection to children
43
Uninvolved
- Live and let live, not healthy
- Parenting lacks both control and responsiveness
- Parents are typically unaware of their child's behavior etc.
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Divorce
- Academics decline before and after parents' divorce
- Sleeper effect: in adolescence problems arise even though parents' divorce was many years earlier
- Teachers should provide support to help students during family transitions
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Friendships
- Close friendships associated with positive outcomes
- Teachers should prompt friendship development
- Friendships change with students' development
46
Cliques
Small groups of students who know each other well
- Learn social skills, communicate in interpersonal relationships, practice leadership skills
47
Crowds
Larger, reputation-based peer groups
- Common labels across districts, vary across gender, important to identity development
48
Peer Status
Determined by socially appropriate behaviors and aggressive behaviors
49
Overt Aggression
Intent to cause physical harm (threat of this is how boys bully)
50
Relational Aggression
Intent to turn another's social relationships (this is how girls bully)
51
Three types of peer statuses
- Popular
- Rejected
- Neglected
52
Popular peer status
- Sociometric popularity: student nominations of like/dislike
- Perceived popularity: student nominations of most and least popular or "cool"
53
Rejected peer status
Aggressive behaviors and poor cooperation and social skills
54
Neglected peer status
Not liked or disliked, low rates of aggression
55
Erikson's Psychosocial Theory
- Lifespan theory
- Development influenced by social and psychological challenges
- Eight developmental stages
56
First Stage of Erikson's Theory
Trust vs. Mistrust (infant)
- Virtue(gained): Hope
- Outcome (negative): Fear and suspicion
57
Second Stage of Erikson's Theory
Autonomy vs. Shame and Doubt (2 to 3 years/Toddler)
- Virtue(gained): Will
- Outcome(negative): Shame and doubt
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Third Stage of Erikson's Theory
Initiative vs. Guilt (3 to 5 years/Preschool)
- Virtue(gained): Purpose
- Outcome(negative): Inadequacy
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Fourth Stage of Erikson's Theory
Industry vs. Inferiority (6 to 12 years)
- Virtue(gained): Confidence
- Outcome(negative): Inferiority complex
60
Fifth Stage of Erikson's Theory
Identity vs. Role Confusion (12 to 18 years)
- Virtue(gained): Fidelity (the ability to see yourself as you need)
- Outcome(negative): Rebellion
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Sixth Stage of Erikson's Theory
Intimacy vs. Isolation (18 to 40)
- Virtue(gained): Love
- Outcome(negative): Isolation (unhappy)
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Seventh Stage of Erikson's Theory
Generativity vs. Stagnation (40 to 65)
- Virtue(gained): Care
- Outcome(negative): Unproductive
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Eighth Stage of Erikson's Theory
Integrity vs. Despair (65+)
- Virtue(gained): Wisdom
- Outcome(negative): Dissatisfaction
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Self-Concept
The perception an individual has about him-/herself
65
Self-Esteem
Evaluation and confidence in an individual's components of him/her self
66
Social Competence
Social and emotional skills that lead to positive social outcomes
67
Social Skills
The ability to reason, think through situations, pick up cues, and make appropriate decisions with respect to interpersonal relationships
68
Emotional Competence
The ability to express, understand, and regulate emotions within the self and others
69
Emotional Expressiveness
Appropriate expression of positive and negative emotions
70
Emotional Understanding
Knowledge about others' emotions and ability to use language to describe those emotions
71
Emotional Regulation
The ability to cope with emotions such as maintaining positive emotions and avoiding the display of inappropriate emotions by monitoring and modifying emotional reactions.
72
Fostering Social Skills
- Set goals to improve particular social skills for each child individually
- Assist children with the development of social skills through modeling and instruction
- Allow children to practice developing social skills through role-playing
- Provide children with information on when and how to use social skills in real life events
- Encourage developing social skills by pointing out progress
73
Moral Reasoning
Seeking rationales for determining right and wrong
- Research on moral reasoning focuses on individual's thoughts of right and wrong
74
Schemas
Building blocks of knowledge
75
Piaget's Theory of Cognitive Development
Adaptation processes that enable the transition from one stage to another (equilibrium, assimilation, and accommodation)
76
Stages of Cognitive Development
- Sensorimotor
- Pre operational
- Concrete operational
- Formal operational
77
Moral Realism
Children believe that right and wrong are determined by the consequences of behavior as given by adult authority figures
- Rules are meant to be strictly followed, no exceptions
78
Morality of Cooperation
Realize that rules may be broken under certain conditions
79
Gilligan's Criticism of Kohlberg
- The exclusion of a feminine perspective in Kohlberg's theory of moral reasoning
- Men typically develop a justice orientation that focuses on the rights of individuals
- Women typically develop a caring orientation that focuses on responding to others' needs in relationships
- Research has not been able to support Gilligan's criticism exclusively
80
Prosocial Behavior
Voluntary actions that are intended to benefit others through helping or sharing
81
Perspective Taking
Important for prosocial and cognitive-developmental moral reasoning
82
Empathy
The ability to experience the emotions or feelings of another person
- You put yourself in another's shoes, often feeling things more deeply than if you just felt sympathy
- If you want a healthy classroom culture, be intentional about teaching and modeling EMPATHY
83
Sympathy
A shared feeling, usually of sorrow, pity, or compassion for another person
- You show concern for another person when you feel sympathy for them
84
Empathy Development Theory
Hoffman developed a theory of empathy developed that includes three stages developed early in life:
- Stage 1: Global Empathy
- Stage 2: Egocentric empathy
- Stage 3: Empathy for another's feelings
85
Advancing Moral Development: Social Context
•Provide a climate of trust to enhance moral development. (An environment where children feel safe to express emotions.)
•Teachers should set standards and consequences as well as promote empathy among students.
•Teachers should incorporate service learning.
•Moral and academic curriculum should be interspersed.
•Students should be encouraged to think independently of societal views of moral reasoning.
•School-based interventions also help both students and teachers in promoting moral development.
